9780807739211

Reading Counts... : Expanding the Role of Reading in Mathematics Classrooms

by ; ;
  • ISBN13:

    9780807739211

  • ISBN10:

    0807739219

  • Format: Hardcover
  • Copyright: 2000-01-01
  • Publisher: Teachers College Pr

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

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Supplemental Materials

What is included with this book?

Summary

This artful volume extends beyond the traditional concern for reading word problems and math textbooks to consider how reading can support inquiry-oriented mathematics instruction. Drawing on findings of a collaborative action research project, three perspectives on reading are presented, each of which highlights a different way that reading can enhance mathematics learning. Detailed narratives of classroom experiences illustrate these perspectives and show the range of texts, strategies, and reading practices teachers can use to enrich students' understanding of mathematical concepts. Educators who care about broadening students' conceptions of mathematics will love the innovative ideas presented in Reading Counts.

Author Biography

Marjorie Siegel is Associate Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University.

Table of Contents

Foreword ix
David Pimm
Acknowledgments xi
Introduction
1(13)
The ``Analog & Analytic'' Experience---An Illustration of the Proposed Integration of Reading in Mathematics Instruction
3(4)
Multiple Perspectives on Reading in Inquiry-Oriented Mathematics Instruction
7(5)
Scope, Content, and Organization of the Book
12(2)
Frameworks for Rethinking Reading in Mathematics Instruction
14(23)
Building a Framework for Inquiry-Oriented Instruction
14(8)
Reconceived Goals for School Mathematics
22(4)
Rethinking Reading Theory and Practice
26(7)
Toward New Ways of Thinking About the Integration of Reading in Mathematics Instruction
33(4)
Research and Instructional Settings
37(26)
An Overview of the ``Reading to Learn Mathematics'' (RLM) Project
37(6)
Follow-Up Studies and Decisions That Shaped This Book
43(1)
A First-Year Teacher in a Rural/Suburban Middle School
44(9)
A Veteran Teacher in an Alternative Urban High School
53(10)
The Potential of Reading Rich Mathematical Texts Generatively: A Transactional Perspective
63(48)
``Math & War'' Vignette---Exploring the Connections Between Mathematics and War Through Reading, Talking, and Drawing
65(21)
``Egg Man'' Vignette---Investigating Technical Concepts and ``Big Ideas'' About Geometry Through Multiple Readings of an Essay
86(15)
Understanding and Tapping the Potential of Transactional Reading Strategies in Mathematics Classrooms
101(7)
Summary and Conclusions
108(3)
Reading Practices in an Inquiry-Oriented Mathematics Classroom: A Social Practice Perspective
111(33)
The ``Racing'' Project---Reading Practices at Work in an Inquiry-Oriented Mathematics Class
113(16)
Discussion
129(13)
Summary and Conclusions
142(2)
The Role of Reading in Mathematics Inquiry Cycles: A Functional Perspective
144(38)
The ``Taxigeometry'' Inquiry Cycle---Examining the Notions of ``Definition,'' ``Proof,'' and ``Mathematical Truth'' Through a Study of a Non-Euclidean Mathematical System
146(15)
The ``Census'' Inquiry Cycle---Learning Statistical Concepts and Techniques in the Context of Real-Life Mathematics
161(5)
Functions of Reading Across and Throughout Inquiry Cycles
166(13)
Summary and Conclusions
179(3)
Conclusion
182(13)
An Expanded View of Integrating Reading in Inquiry-Oriented Mathematics Classrooms
182(5)
Implications for Mathematics Education
187(3)
Directions for Future Research
190(3)
Concluding Thoughts
193(2)
Appendix: Research Questions and Data Analysis Procedures 195(18)
References 213(9)
Index 222(6)
About the Authors 228

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